The Five Catalyst Mindsets™: Why Growth Mindset Isn’t Enough

The Five Catalyst Mindsets™

1. Value Mindset: I believe this has value for me.

No one pours their energy into things they think are pointless. If teachers don’t see the connection between a new initiative and their own classroom reality, they won’t buy in—no matter how many mandates or incentives you throw at them. Ryan & Deci’s Self-Determination Theory (2000) backs this up: when people see personal relevance in their work, they show up differently.

Coaching question: How can I help teachers connect their work to what they care about?

2. Ownership Mindset: I believe my actions make a difference.

Ever worked with someone who blames everything on factors outside their control? Exhausting, right? Ownership Mindset is the difference between waiting for someone to fix the system and taking empowered action within it. Hope-Centered Leadership research (Snyder, 2002) shows that when people believe they can influence outcomes, they persist longer and innovate more.

Coaching question: Am I fostering problem-solvers or passive participants?

3. Belonging Mindset: I believe I belong here.

If a teacher feels like an outsider—disconnected from their colleagues, administration, or even their students—they disengage. Belonging is about trust, unconditional acceptance, and the belief that one’s voice matters. Brene Brown’s work on psychological safety (2018) reinforces this: when people feel safe to show up authentically, they’re more likely to take risks and grow.

Coaching question: Does this person feel seen, valued, and supported in our school community?

4. Success Mindset: I believe I can succeed.

Confidence isn’t a personality trait—it’s a learned belief built through self-efficacy (Bandura, 1997). When teachers believe they can successfully implement a new strategy, they actually try. If they don’t? They’ll find every reason why it won’t work before even attempting it. Success Mindset isn’t about toxic positivity; it’s about structured wins, real support, and the right kind of challenge.

Coaching question: Am I setting this person up for small wins that build confidence?

5. Growth Mindset: I believe I can improve.

Not all “growth mindset” beliefs actually lead to growth. Some people claim to have a growth mindset but avoid real challenges, only value growth when it leads to quick success, or collapse into a fixed mindset under pressure. Others believe in growth for effort but not for skills, or they seek improvement only for external validation. Dweck’s research (2006) highlights that a true growth mindset isn’t just about effort—it’s about using strategies, seeking feedback, and persisting through setbacks.

Coaching question: Am I helping this person build a resilient growth mindset, not just one that sounds good in theory?

Why This Matters for Coaches & Leaders

Instructional coaches and school leaders are the architects of belief. You don’t just throw strategies at teachers—you build the mindset foundation that makes real change possible. When a teacher is stuck, it’s not always about skill gaps. It’s about mindset gaps.

So next time you’re troubleshooting resistance, ask yourself: Which Catalyst Mindset™ is missing? Fix the mindset, and the action follows.

Want to lead real change? Start with belief.

References

• Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.

• Brown, B. (2018). Dare to lead: Brave work. Tough conversations. Whole hearts. Random House.

• Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68

• Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13(4), 249–275. https://doi.org/10.1207/S15327965PLI1304_01